722.674 Nursing with a Community Focus Assignment

Assessment 2: Evidence Based Learning

Enquiry-based learning (EBL) and its use in nurse education is well documented and would usually be student-directed (i.e., choosing your own topics). However, as this is the first time you have been exposed to EBL, a modified EBL approach will be used that is more structured and lecturer directed. This will provide structure and support for students and provide Lecturers with more direction over the process and content to ensure a degree of equity when assessing students. This approach will also help prepare students to participate in the student directed SBL (Scenario Based Learning) activities in your semester 6 course, Focused Experience and Transition.

The purpose of EBL is to enable students to explore complex problems or specific issues by undertaking a series of collaborative activities. Through participation in and contribution to these collaborative activities, students will have an opportunity to develop a range of skills, including: communication in teams; negotiation, problem solving and decision-making; planning and organisation; retrieving and analysing data; and feedback/presentation of information. In addition, the activities will expose students to concepts of evidence-based nursing practice; delegation and leadership; and critique/evaluation of self and others, which is congruent with the future role as an RN.

The EBL process:

1. Plan - clarify the topic and specific tasks required; organise how your group will allocate and complete these

2. Research - enquire about the topic you have chosen by reviewing identifying relevant and current guidelines, best practice, research, government websites, etc.

3. Collate - bring the information together in a logical manner

4. Create - design a presentation and write up a summary of your findings

5. Assess - assess self and group member's contribution, other groups' presentations; contribute to critical feedback

Assignment Details

You are required to complete the following tasks:

• This is an group assignment that includes research and a verbal presentation

• There are two parts, EBL1 & EBL2, that are due separately (see schedule)

• You are expected to utilise both your theoretical and clinical knowledge

• You will be required to review the literature and cite evidence-based research to support your findings

• You can use assistive AI in this assignment (see assessment guide for further information)

• Several assessment criteria will be used, including self/peer, group, and lecturer(s) based assessment.

• EBL1 & 2 will be scored separately using a combination of the self/peer, group, and lecturers’ assessments. After each presentation the lecturers and other groups will provide verbal constructive feedback.

• All assessment criteria will be collated by the lecturer/s. Students and Research Groups will not have access to the raw scores provided by peers or other research groups to preserve anonymity. You must submit the individual self/peer assessment and the group assessment of the other groups, or you will not receive a grade for that assessment point.

• On completion of both parts 1 & 2 of the EBL activity, both scores will be combined and divided by 2 to give each student a final EBL mark out of 100.

You are required to complete the following tasks:

• Be allocated to a group (a leader will be randomly assigned - this person is responsible for uploading the group presentation and completing the group assessment form, in collaboration with the entire group).

• Define how your group will work together and complete a Group Contract. Research the topic assigned to your group (allocate tasks as the group sees fit).

• Use the Study Guide to as a tool to prepare a PowerPoint presentation.

Please include the following information:

1. Briefly describe the pathophysiology of the condition and identify the anatomy and function of relevant body structures (remember, your audience are nurses and nursing students).

2. Analyse and respond to the epidemiology of the condition (e.g., What is the causative organism? Who is most at risk of the condition/complications? Why are they most at risk/what are the underlying causes of increased risk? How is it transmitted? How is it controlled?); including

a. The health determinants of the condition (social-economic, environmental)

b. Relevant demographic characteristics (rate, prevalence/incidence, people affected – age, ethnicity, region...);

c. Barriers to effective treatment and management; and

d. Consider the role of equity - “In Aotearoa New Zealand, people have differences in health that are not only avoidable but unfair and unjust. Equity recognises different people with different levels of advantage require different approaches and resources to get equitable health outcomes” (Bloomfield, 2019).

3. Describe the best practice management including clinical Guidelines and/or evidence-based Practice Guidelines for the management of the condition used currently in New Zealand.

4. Describe relevant screening and or assessment tools used as part of a nursing or other health professional assessment

5. Describe the roles of nurses in the community involved in managing this condition (as applicable, e.g., Public Health Nurse, Plunket Nurse, Home Care Nurse, School Nurse, Practice Nurse, Whanau Ora Nurse, Well Child-Tamariki Ora Nurse, etc.).

6. Describe prevention of the condition at the Primary, Secondary and Tertiary level (do not confuse this with primary, secondary and tertiary care).

7. List and describe any Health Promotion activities/programmes/initiatives aimed at “enabling people to increase control over and improve their health”, such as: healthy public policy, creating supportive environments, strengthening community action, and developing personal skills.

8. List and analyse relevant NZ Government policies, Health Targets, and/or local/national strategies aimed at reducing the impact (incidence/prevalence/complications) of the condition